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"These are 23 top online degree program indicator rankings that will be published: 1. Online Bachelor's: Student Engagement and Assessment 2. Online Bachelor's: Student Services and Technology 3. Online Bachelor's: Faculty Credentials and Training 4. Online Business: Student Engagement and Accreditation 5. Online Business: Student Services and Technology 6. Online Business: Faculty Credentials and Training 7. Online Business: Admissions Selectivity 8. Online Nursing: Student Engagement and Accreditation 9. Online Nursing: Student Services and Technology 10. Online Nursing: Faculty Credentials and Training 11. Online Nursing: Admissions Selectivity 12. Online Education: Student Engagement and Accreditation 13. Online Education: Student Services and Technology 14. Online Education: Faculty Credentials and Training 15. Online Education: Admissions Selectivity 16. Online Engineering: Student Engagement and Accreditation 17. Online Engineering: Student Services and Technology 18. Online Engineering: Faculty Credentials and Training 19. Online Engineering: Admissions Selectivity 20. Online Computer Information Technology: Student Engagement and Accreditation 21. Online Computer Information Technology: Student Services and Technology 22. Online Computer Information Technology: Faculty Credentials and Training 23. Online Computer Information Technology: Admissions Selectivity"

After student complaints, Utah professor denied job | Inside Higher Ed I have a teaching innovation for you to consider. Extensive research repeatedly shows a positive impact on student learning. Corporate stakeholders clearly prefer to hire employees that have these skills. Democracy is strengthened… What's that? It might make the students uncomfortable? How do we approach this issue?

Asking questions of the professors The course will offer a forum in which you can pose your questions directly to the instructors. You can also see the questions of other students in this class and vote on them. The instructors will answer the top-voted questions. So for your question to make it to the top of the list, you will have to ask a question that appeals to many other students. Discussions There will also be a general discussion forum, in which you can discuss questions and interact with other students. You are not allowed to post solutions to active homework assignment and exams here, but you are allowed to discuss the material covered in class; and you can of course pose questions. Once the answers to a homework assignment have been posted you are free to discuss them, as well as sharing any code you may have written. Video Lessons Video lectures are the primary method for communicating content in this class. They are posted weekly, and are composed of many small chunks of 1 to 15 minutes in length. Professors Thrun and Norvig will cover key concepts of AI in these lectures. Lectures will be posted weekly for each topic, and you can view lectures at your own pace once they have been posted until the end of the course. Quizzes There will be online quizzes as well, which enable you to demonstrate your knowledge of the AI topics you just learned about. If you get a question wrong, no problem. Quizzes don't count towards your score. But you may find that you will be asked to watch specific videos that discuss certain mistakes you may have made. Homework assignments These are just like quizzes, but now your submission counts towards the score. Homework assignments will be available all week, and you must complete all the questions during the week they are available; otherwise they count for 0. We plan for a total of 8 homework assignments, of which your two lowest scores will not be counted towards your score. The remaining 6 assignments taken together

Okanagan Mission Secondary School in Kelowna, B.C., is among the early Canadian adopters of the flipped classroom - a model where students switch around what's traditionally covered at school and what's assigned for kids to do at home. Instead of lectures in class and homework after school, these students are watching lectures at home care of the Web and working one-on-one on assignments with teachers during school hours. The Globe talked to some of the students - kids taking senior math and biology classes - and their teacher to find how what they make of "flipping out."

"This is the final report, in a series of four reports, produced by the CEO Forum on Education and Technology during a five-year exploration of the impact of educational technology. The CEO Forum's mission for the five-year initiative was to provide reports to inform educational decision makers about effective uses of educational technology. The report concludes that effective uses of technology to enhance student achievement are based on four building blocks which are alignment, assessment, accountability, and access and analysis. Its definition of student achievement includes 21st Century skills. The report describes 21st Century skills as "a new set of skills necessary to prepare students for life and work in the digital age. These skills include digital literacy, inventive thinking, effective communication and high productivity abilities" (p. 32). The CEO Forum asserts that to obtain the maximum return on investments in technology, educational organizations need to focus their technology efforts on the four building blocks of student achievement."

MIT today announced the launch of an online learning initiative internally called "MITx." MITx will offer a portfolio of MIT courses through an online interactive learning platform that will: organize and present course material to enable students to learn at their own pace feature interactivity, online laboratories and student-to-student communication allow for the individual assessment of any student's work and allow students who demonstrate their mastery of subjects to earn a certificate of completion awarded by MITx operate on an open-source, scalable software infrastructure in order to make it continuously improving and readily available to other educational institutions. MIT will make the MITx open learning software available free of cost, so that others - whether other universities or different educational institutions, such as K-12 school systems - can leverage the same software for their online education offerings, ...MITx online learning tools to be freely available All of the teaching on the platform will be free of charge. Those who have the ability and motivation to demonstrate mastery of content can receive a credential for a modest fee...If credentials are awarded, will they be awarded by MIT? As online learning and assessment evolve and improve, online learners who demonstrate mastery of subjects could earn a certificate of completion, but any such credential would not be issued under the name MIT. Rather, MIT plans to create a not-for-profit body within the Institute that will offer certification for online learners of MIT coursework. That body will carry a distinct name to avoid confusion"

"Rethinking the Way College Students Learn College students spend a lot of time listening to lectures. But research shows there are better ways to learn. And experts say students need to learn better because the 21st century economy demands more well-educated workers."

Report: Measuring Completion at Two-Year Colleges (pdf link) The Department of Education's Committee on Measures of Student Success has issued its final report on measuring student completion rates at community colleges. Among the committee's suggestions: a combined "graduation and transfer" rate that would count students who graduate along with those who transfer to a four-year institution before graduating.

After seeing low success and persistence rates in introductory STEM classes, UMBC began using unconventional teaching approaches to help students with the transition to rigorous college courses; in at least one area of study, the approach worked: the number of students failing chemistry has been cut in half and the number of chemistry majors has doubled since the changes.

As institutions invest in outreach to students deemed academically "at risk," software technologies to assist in early alert are proliferating on the market. Jennifer Jones, who previously managed a comprehensive program for identifying at-risk students at the University of Alabama, offers checklists of the questions you need to ask up front, prior to procuring new software

The lecture hall is under attack. Science, math and engineering departments at many universities are abandoning or retooling the lecture as a style of teaching, worried that it's driving students away. The faculty at Johns Hopkins University in Baltimore has dedicated this academic year to finding alternatives to the lecture in those subjects. Johns Hopkins, Harvard University and even the White House have hosted events in which scholars have assailed the lecture.

dealing with early intervention

Washington, DC-based Gilfus Education Group has released its annual list of the top five trends in education innovation for 2012, which included three focused on higher education technologies: Prestigious institutions will launch online experiences designed to be as unique as those available to students on campus: "Dynamic and flexible learning experience engines" will emerge to replace learning management systems (LMS); and Tablets will surge as a means of delivering courses and e-learning media.

College graduates who showed paltry gains in critical thinking and little academic engagement while in college have a harder time than their more accomplished peers as they start their careers, according to a report released today. The report, "Documenting Uncertain Times: Postgraduate Transitions of the Academically Adrift Cohort," follows up on the highly influential and controversial book Academically Adrift, which was published one year ago. The report is being released at the annual meeting of the Association of American Colleges and Universities, and it expands upon many of the themes that the book explored by following a subset of students from the book into early adulthood.

Valdosta State continues its efforts to reach the underserved population of adults who do not have a college degree. As part of the Complete College Georgia initiative, Valdosta State is strengthening existing programs and creating new ones to improve overall student success, especially in the area of access for working adults and members of the military.

For many years I have considered Wikipedia to be a great sandbox for students to practice information literacy skills. What does it say? How do you know it is accurate? Who is the source? What do they stand to gain? Are there other perspectives? Who are the stakeholders?

"Employers Say College Graduates Lack Job Skills"

This is in Beta but it looks like it could be interesting. "PresentationTube provides a video presentation desktop recorder and sharing network to help instructors, students, virtual presenters, and business professionals record, publish and share quality, accessible, and interactive video presentations from the comfort of home or office. PresentationTube integrates a variety of presentation aids and synchronizes presenter's audio and video, PowerPoint slides, whiteboard, drawing board, and Web content. PresentationTube provides a slide scrollable thumbnail allowing the user to move to the respective video content and control both the time and progress of video presentation. A PresentationTube presentation allows interactivity via scrollable thumbnail, discussion board, and self-assessment quiz, allowing participants to be heard and involved. No need for new or third-party software or hardware. It is free, with no ads, no banners, and unlimited bandwidth and storage space. "

"To a limited extent, research directly influences classroom practce when teachers and researchers collaborate in design experiments, or when interested teachers incorporate ideas from research into their classroom practice. This appears as the only line directly linking research and practice in Figure 11.1. More typically, ideas from research are filtered through the development of education materials; through pre-service and in-service teacher and administrator education programs; through public policies at the national, state, and school district levels; and through the public's beliefs about learning and teaching, often gleaned from the popular media and from their own experiences in school. These are the four arenas that mediate the link between research and practice in Figure 11.1 The public includes teachers, whose beliefs may be influenced by popular presentations of research, and parents, whose beliefs about learning and teaching affect classroom practice as well. Several aspects of Figure 11.1 are worth noting. First, the influence of research on the four mediating arenas-education materials, pre-service and in-service teacher and administrator education programs, public policy, and public opinion and the media-has typically been weak for a variety of reasons. Educators generally do not look to research for guidance. The concern of researchers for the validity and robustness of their work, as well as their focus on underlying constructs that explain learning, often differ from the focus of educators on the applicability of htose constructs in real classroom settings with many students, restricted time, and a variety of demands. Even the language used by researchers is very different from that familiar to teachers. And the full schedules of many teachers leaves them with little time to identify and read relevant research. These factors contribute to the feeling voiced by many teachers that research has largely been irrelevant to their work (Fleming,